Graphic Novels in High School and Middle School Classrooms

A Disciplinary Literacies Approach

William Boerman-Cornell; Jung Kim and Michael L. Manderino

The ultimate guide for using graphic novels in any middle school or high school classroom, this book considers how the graphic novel format can support critical thinking and help reach disciplinary goals in history, English language arts, science, math, fine arts, and other subjects. Using specific graphic novels as examples, this book considers how to help students read, question, and write about both fiction and non-fiction. Whether teachers are new to graphic novels or have been working with them for years, this book will help improve instruction. Chapters ell us how to teach with graphic novels, focusing on how disciplinary literacy can inform graphic novel instruction; how readers should consider text, image, and the intersection of the two when reading a graphic novel; and how graphic novels can encourage critical response and interdisciplinary instruction. Throughout the book, the authors illustrate important teaching concepts with examples from recent graphic novels. Appendices offer recommendations of graphic novels ideal for different disciplines. Teachers who are serious about using graphic novels effectively in the classroom will find this book invaluable. « lessmore »

William Boerman-Cornell studies how graphic novels can best be used in the classroom and the intersection of graphic novels and disciplinary literacy. After teaching high school English for a decade, he is now a professor of Education.

Jung Kim is a former high school English teacher and literacy coach and is now a teacher-educator. She studies popular culture and out-of-school literacies, as well as Asian American teacher identities.

Michael Manderino studies the intersections between digital and disciplinary literacies He is a former high school history teacher and literacy coach who works closely with schools to support disciplinary literacies instruction.

ForewordPrefaceChapter 1- Introduction: Can Graphic Novels Save the World?Chapter 2- The Role of Disciplinary Literacy for Teaching with Graphic NovelsChapter 3- What are Graphic Novels? How do they Work? Why would Teachers Want to Use Them Anyway? What is the Best Way to Teach with Them?Chapter 4- Graphic Novels in Teaching Academic DisciplinesChapter 5- Using Graphic Novels in the HumanitiesChapter 6- Picture/Text HybridityChapter 7- Disciplinary Inquiry Using Graphic NovelsChapter 8- Critical ResponseChapter 9- Themes, Interdisciplinary Instruction and Graphic NovelsChapter 10- Putting it all Together: Using Graphic Novels to Support Disciplinary Literacies Instruction

An essential book for explaining clearly the richness of visual literacy, how many layers of meaning can be packed into the magical combination of words and pictures.— Marissa Moss, award-winning author of Nurse, Soldier, Spy and Author and illustrator of the Amelia’s Notebook series

I don’t know anyone who has spent more time thinking critically about the place of the graphic novel in the classroom than Bill Boerman-Cornell. This book tackles not only the question of how to incorporate graphic novels in the classroom, but also the more fascinating question of why the medium is so powerful. This is the first book that should be picked up by any teacher thinking of building a curriculum that includes graphic novels.— Ben Hatke, graphic novelist and creator of Zita the Space Girl, Mighty Jack, and Little Robot

The authors ask an important question, Can graphic novels change the world? And then they show us how, in fact, they can. The chapters in this book highlight the value of this format in guiding students’ reading, writing, and thinking. They clearly and expertly discuss the ways in which graphic novels can be used to teach a wide range of skills and strategies that students need, both inside and outside the classroom. Yes, graphic novels can save the world when they are used in the ways that this team recommends.— Doug Fisher and Nancy Frey, Literacy Researchers, San Diego State University

Graphic Novels in High School and Middle School Classrooms

A Disciplinary Literacies Approach

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Summary

Summary

The ultimate guide for using graphic novels in any middle school or high school classroom, this book considers how the graphic novel format can support critical thinking and help reach disciplinary goals in history, English language arts, science, math, fine arts, and other subjects. Using specific graphic novels as examples, this book considers how to help students read, question, and write about both fiction and non-fiction. Whether teachers are new to graphic novels or have been working with them for years, this book will help improve instruction. Chapters ell us how to teach with graphic novels, focusing on how disciplinary literacy can inform graphic novel instruction; how readers should consider text, image, and the intersection of the two when reading a graphic novel; and how graphic novels can encourage critical response and interdisciplinary instruction. Throughout the book, the authors illustrate important teaching concepts with examples from recent graphic novels. Appendices offer recommendations of graphic novels ideal for different disciplines. Teachers who are serious about using graphic novels effectively in the classroom will find this book invaluable.

William Boerman-Cornell studies how graphic novels can best be used in the classroom and the intersection of graphic novels and disciplinary literacy. After teaching high school English for a decade, he is now a professor of Education.

Jung Kim is a former high school English teacher and literacy coach and is now a teacher-educator. She studies popular culture and out-of-school literacies, as well as Asian American teacher identities.

Michael Manderino studies the intersections between digital and disciplinary literacies He is a former high school history teacher and literacy coach who works closely with schools to support disciplinary literacies instruction.

Table of Contents

Table of Contents

ForewordPrefaceChapter 1- Introduction: Can Graphic Novels Save the World?Chapter 2- The Role of Disciplinary Literacy for Teaching with Graphic NovelsChapter 3- What are Graphic Novels? How do they Work? Why would Teachers Want to Use Them Anyway? What is the Best Way to Teach with Them?Chapter 4- Graphic Novels in Teaching Academic DisciplinesChapter 5- Using Graphic Novels in the HumanitiesChapter 6- Picture/Text HybridityChapter 7- Disciplinary Inquiry Using Graphic NovelsChapter 8- Critical ResponseChapter 9- Themes, Interdisciplinary Instruction and Graphic NovelsChapter 10- Putting it all Together: Using Graphic Novels to Support Disciplinary Literacies Instruction

Reviews

Reviews

An essential book for explaining clearly the richness of visual literacy, how many layers of meaning can be packed into the magical combination of words and pictures.— Marissa Moss, award-winning author of Nurse, Soldier, Spy and Author and illustrator of the Amelia’s Notebook series

I don’t know anyone who has spent more time thinking critically about the place of the graphic novel in the classroom than Bill Boerman-Cornell. This book tackles not only the question of how to incorporate graphic novels in the classroom, but also the more fascinating question of why the medium is so powerful. This is the first book that should be picked up by any teacher thinking of building a curriculum that includes graphic novels.— Ben Hatke, graphic novelist and creator of Zita the Space Girl, Mighty Jack, and Little Robot

The authors ask an important question, Can graphic novels change the world? And then they show us how, in fact, they can. The chapters in this book highlight the value of this format in guiding students’ reading, writing, and thinking. They clearly and expertly discuss the ways in which graphic novels can be used to teach a wide range of skills and strategies that students need, both inside and outside the classroom. Yes, graphic novels can save the world when they are used in the ways that this team recommends.— Doug Fisher and Nancy Frey, Literacy Researchers, San Diego State University